1. What are five compelling reasons for teaching letter recognition and naming?
   
   
2. What evidence dispels the belief that dyslexia stems from deficiencies in the visual-perceptual system?
   
   
3. What accounts for the misidentification of letters such as b and d by students with dyslexia?
   
   
4. What is the double deficit?
   
   
5. What are principles of effective letter recognition and naming instruction?

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